Phương Pháp Dạy Kỹ Năng Đọc Tiếng Anh Nâng Cao

Key subject:

TEACHING ADVANCED READING SKILLS

Full name:
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Table of contents
I. KEY POINTS FOR TEACHING ADVANCED READING SKILLS
1. Identify and describe sub skills involved in teaching reading
2. Identify challenges that make the reading skill difficult
3. Identifying the necessary strategies for the reading skill
4. Reading strategies for Pre elementary level
5. Reading strategies for Elementary level
6. Reading strategies for Pre Intermediate level
7. Reading strategies for Intermediate level
8. Reading strategies for Upper Intermediate level
9. Reading strategies for Advanced level
10. Outline reading activities for all levels
11. Outline reading lesson plans for all levels
12. Activity based methodology activities for all levels
13. Approaches and techniques for the reading skill
14. The phonics approach to reading
15. Developing cloze activities
16. Presentation skills for the reading skill
17. Improving ADULT Learners Reading skills
II. LESSON PLANS
III. RELEVANT ACTIVITIES


I. KEY POINTS FOR TEACHING ADVANCED READING SKILLS

1. Identify and describe sub skills involved in teaching reading
The long-term goal of foreign language learners is to acquire communicative competence,
which is the ability to communicate in an environment of meaningful purpose. That ability
requires the use of language skills that work together in social interaction. Basically, there are
four primary language skills:
- Listening and Reading skills: Reception skills.
- Speaking and Writing skills: Production skills.
There are sub skills such as Grammar, vocabulary, pronunciation, spelling, research, analysis
(critical thinking), synthesis, negotiation, cooperartion, soft skills... are essential for proficient
use of basic skills. .
For reading skills, learners can apply sub skills such as:
a. Skimming and scanning: skimming to find main ideas quickly.
b. Scanning: reading and scanning to find special information such as numbers, dates, or
names...
c. Guessing the new word meaning:
- Based on the context in the lesson, the words go close to that new word
- Based on some familiar elements such as prefix_prefix, suffix_suffix, prime_stem... contained
in that word (Collecting and paraphrasing).
2. Identify challenges that make the reading skill difficult
The reading skills can also be difficult. The differing spelling and pronunciation rules in English
make deciphering and decoding unknown words a challenge. The use of a range of vocabulary
in written material can also be overwhelming for ESOL students. When listening, students can
ask the speaker for clarification, however, the opportunity is not available to speak to the
person who has written the text, therefore students need to be taught how to gain meaning
from a text.
Students may become unmotivated to read in English if the reading material is not relevant to
their needs, TESOL level and interests. A range of reading texts should be provided to spark
students’ interest. If the right sort of reading material is provided, the students will choose to
read for enjoyment and maybe even for language practise in their own time, and it can have a
great effect on their language learning.

3. Identifying the necessary strategies for the reading skill
Strategies for the reading skill can be defined as the "intentional, planned, purposeful, goaldirected" reader in the reading process to improve reading comprehension skills.
High-level readers often use more reading strategies and use these strategies more effectively
than low-level readers. Essential strategies to positively impact reading comprehension skills:
a. Using background knowledge


Readers exploit the socio-cultural background they already know to understand the text they
are reading.
b. Predict
When readers make predictions about the text they are about to read, it establishes
expectations based on their background knowledge of similar topics. The text will help them get
more information and thereby help to increase and consolidate their knowledge.
c. Identify the main idea and summarize
The reader determines what is important and then rephrases it in his or her own words. This
makes it easier to read the whole text once you get the gist of the text.
d. Make questions
This helps the reader focus on the meaning of the text. When looking for an answer to a
question in a text, the reader will always question whether the information is correct and
sufficient to answer the question.
e. Create inferential links
Readers make their own inferences and draw their own knowledge through clues in the text
itself.
4. Reading strategies for Pre elementary level
Pre elementary students demonstrate their reading ability through reading skills: alphabet
recognition, letter blend recognition and sight word recognition. Children recognize sound
patterns and distinct sounds in words such as by playing games they are aware of initial and
rhyme repetition and can respond to requests for rhyme and repetition.
There are many ways to develop children's reading ability, in which giving children experience
with books is also an effective way and arouses more passion for books and excitement in

reading from a young age for children.
- Children experience "reading" books with teachers: Help children become familiar with how to
use books such as holding books and turning books; how to "read" from left to right, from top
to bottom, turn to the next page, identify and find the learned letters...
- Teacher and children make books together: Stimulate interest in collecting books in the
classroom, helping children see the connection between spoken language and reading.
Children's activities with sticky cloth books: This is a fun experience to help children think and
improve their skills of recognizing images, colors or sight words.
- Experience with large-format books: Helps attract the attention of all students in the class,
directs children's attention to the writing in books and actively participates in reading. Through
it, children acquire knowledge of natural and easy-to-remember handwriting.
5. Reading strategies for Elementary level
For elementary level, reading comprehension will help students develop logical thinking,
practice language comprehension, logical thinking and synthesis.


Primary school children's reading skills include: sight word recognition, reading simple tense.
Exciting reading activities for kids that can be used in the classroom: Rhymes sound chart
rhymes/ Jazz, Chants picture books, Sentence unscramble / Running, Dictation, Treasure hunt.
Teaching sequence:
- Lead in (introduction to the lesson): create interest in the reading.
- Vocabulary instruction: helps students get used to, not be surprised with new words in the
lesson. The TPR method should be used to energize the class prior to the reading session.
- Skimming: The teacher gives the whole class 3-5 questions to suggest about the main content
of the reading, for the class to read and answer the questions above to understand the overall
reading.
- In-depth reading: The teacher will read and answer the questions that the book gives. The
teacher then gives the students Silent Time (the students have the opportunity to read and
understand thoroughly at their own pace).
When the whole class focuses on reading, the teacher needs to go to the students and ask

softly if they understand or need my help, if anyone is not focused, the teacher will guide them
to focus more.
- Revision: after reading, teachers let students answer quizzes, share what they have concluded
or let students discuss a good idea in the article.
- Homework: Ask students to retell or complete worksheets.
6. Reading strategies for Pre Intermediate level
Reading skills that can be acquired at the Pre-Intermediate level:
- Reading multi-phrase sentences
- Scanning for details
- Skimming for general ideas
- Vocabulary development.
Activities used in class include: Sentence unscramble, True/False quiz, Multiple choice quiz,
Synonyms and antonyms.
Topics to teach Pre Intermediate level:
- More transport
- Around town
- More supermarket foods, restaurant foods
- Describe more family
- More sports actions
- Everyday routine, more hobbies
- Personal information
- More weekend activities and holidays
- More of houses and things in the house
- Famous stories, fairy tales and nursery rhymes.
Besides topics, grammar points can also be pointed out in readings for students:
- Irregular verbs


- 10 important phrasal verbs
- 10 uncountable nouns (type of materials and food)

- 10 common informal nouns
- Names of family members
- Name of shapes
- Male vs. female for professions
- Words with “make” and “do”
- Plural nouns that do not end with an “S”.
7. Reading strategies for Intermediate level
Reading skills that can be acquired at the Intermediate level:
- Reading multi-phrase sentences
- Scanning for details
- Skimming for general ideas
- Vocabulary development.
Activities used in class include: Sentence unscramble, True/False quiz, Multiple choice quiz,
Synonyms and antonyms.
Topics to teach Intermediate level:
- Sport, games, music
- Famous people and famous places
- Dialogue: At the doctor’s, In a restaurant
- Occupations, technology, the future
- Hobbies, holidays, countries and cultures.
Besides topics, grammar points can also be pointed out in readings for students:
- Simple past and simple future tense
- Present continuous, past continuous and future continuous tense
- Conjunctions, comparative, modal verbs, infinitive verbs, gerunds (versbs used as nouns).
8. Reading strategies for Upper Intermediate level
Reading skills that can be acquired at the Upper Intermediate level:
- Skimming for general ideas.
- Scanning for details
- Identifying authors views
- Vocabulary development.

Activities used in class include: Comprehension questions, Paragraph reading match, True/False
quiz, Written reviews.
Topics to teach Intermediate level:
- Travel, careers and work
- Resumes and job interviews
- Machines and technology
- Countries and history, festival and celebrations, cultures and customs


- Discussion topics: friendships, global issues (global warming, population)
- Art, literature, music, reviews and opinions
- Personal information: completing forms.
Besides topics, grammar points can also be pointed out in readings for students:
- Colloquialisms (idioms)
- Phrasal verbs
- Past continuous and future continuous tense
- Present perfect, past perfect and future perfect tense.
9. Reading strategies for Advanced level
Reading skills that can be acquired at the Advanced level:
- Skimming for general ideas.
- Scanning for details
- Identifying authors views
- Vocabulary development.
Activities used in class include: Comprehension questions, Paragraph reading match, True/False
quiz, Written reviews. Activities should also be designed in moderation, not excessively to be
age-appropriate, because most students at the advanced level have had life experiences and
grown in awareness.
Topics to teach Intermediate level:
At the advanced level, base your teaching content on your students’ needs (their needs and
English language goals.

- Travel
- Business
- Countries: customs and etiquette
- Resumes and Job interviews
- Global issues examples: the enviroment, global warming…
10. Outline reading activities for all levels
Pre-reading stage
The teacher generalizes and introduces the topic that the students must be familiar with in
order to correctly understand the purpose of reading. The teacher can give suggestions to the
students to find the answer freely. Otherwise, both teachers and students can take advantage
of available visual aids such as pictures and simple models to make accurate judgments.
While-reading
At this stage, teachers can practice reading comprehension skills of each subject by suggesting
some activities related to the lesson content. This is an open way to lead students into the
lesson naturally, without restraint and basically help them grasp the content more thoroughly.
At this stage, teachers should organize classes to work in pairs and groups to promote their
own positivity and initiative. Thanks to that, the classroom atmosphere is changed from passive


to exciting and attractive. Small actions of the teacher such as underlining, framing,
emphasizing important words also help children remember the key knowledge of the lesson.
Post-reading consolidation phase
This is the teacher's job to expand the exploitation of the reading content and develop other
skills for students besides reading skills. It is best to have students read each passage aloud. Can
summarize the lesson through pictures or specific models. Give synonyms and antonyms to
understand the concept of a new term or word. Open exercises through filling in the blanks or
the problems they give themselves will be more effective in deepening knowledge.
However, depending on each object and class, we can apply reading comprehension skills in
different ways, so that the lesson will be really effective and achieve the lesson goal.
11. Outline reading lesson plans for all levels

Similar to a lesson plan, a reading lesson plan also needs to include all the steps to organize an
effective reading lesson. The main contents required are as follows:
- Topic: suitable for age and level.
- Level: the level of the learner.
- Length: the length of the lesson.
- TESOL Methodology: should include the following methods: The Phonic Approach, The Whole
Language Approach and The Communicative Approach.
- Pre-task: briefly introduce the topic of the lesson.
- Language skills: Listening, Speaking, Writing, Reading (focusing mainly on Reading).
- Lesson Objectives: knowledge and skills that students need to achieve after the lesson (read
and pronounce, skim and scan, summarise the content of the text...)
- Resources: videos, pictures, flashcards…
- Teaching 1: students learn about words that will appear in the reading passage.
- Activity 1: reinforce students' memorization of vocabulary.
- Teaching 2: students practice reading and learn more deeply about the content of the reading.
- Activity 2: Students work in groups or independently to find out related information by
answering questions or completing worksheets.
There can be more than 2 activities for students to practice reading effectively and get to know
more information in the text.
- Follow up: the teacher summarizes the important content of the lesson.
- Homework: the teacher gives the prepared homework to the students.
12. Activity based methodology activities for all levels
Reading skill is a knowledge acquisition skill, with the participation of psychological factors:
feeling, perception, symbol, memory, thinking... For all levels, the following factors when
Organizing reading activities is extremely important.
- Check all texts for reading actiities asre age/ level appropriate.
- Creat a reading incentive program.
- Include other language skills with the reading skill.

- Use varied resources for reading i.e. academic texts, newspapers etc.
- Have students read for a variety of purposes.
- Have students read aloud individually and choral drill.
- Give silent reading tasks for homework.
- Play reading games.
- Choose a book and read to your class then around the class.
- Allow students to choose books to read (give options and choices).
- Have students read instructions on how to do something in class.
- Read poetry with your class.
- Read, listen and discuss song lyrics and poetry and explain the connection.
- Develop key strategies such as: “skimming”, “scanning”, “predicting”, and using “context”.
13. Approaches and techniques for the reading skill
When teaching reading to all levels, there are several different approaches that can be used:
a. The Phonic Approach:
When using this approach, readers derive meaning by first decoding letters, then words,
phrases and sentences to make sense of print. Students are taught to read phonemes which are
the smallest meaningful units of sound.
b. The Whole Language Approach:
This approach involves readers using their background knowledge to predict the meaning of the
text. Students using this approach might use strategies such as:
- Looking at the pictures to deduce meaning.
- Reading on to the end of the sentence than guessing the meaning of the unknown word.
- Thinking of a word that makes sense in the context of the sentence.
c. The Communicative Approach:
All levels should practise reading using this approach. Students will enjoy the reading task more
if they are reading for a purpose and if the reading material is related to their interests and
current area of study.
14. The phonics approach to reading
When using this approach, readers derive meaning by first decoding letters, then words,
phrases and sentences to make sense of print. Students are taught to read phonemes which are

the smallest meaningful units of sound.
This means learning letters and letter combinations and their associated sounds. Rapid word
recognition is important to this approach which emphasises sight reading of words in isolation.
This approach is sometimes referred to as the “bottom u” as it starts from the smallest unit of
sound.
A criticsm of this approach is that the reading is not done within a meaningful context.
However, it is recognised that students need to have these basic decoding skills in order to have
the confidence to understand text. Students are taught to decode words based on letter blends
and letter sounds that have been previously taught.


15. Developing cloze activities
Cloze actvities are activities where students fill in the blanks in a short reading passage.
Strategy steps:
- Find or write an appropriate passage as a cloze one omitting some words.
- Have the students read the entire passage before they start filling in the blanks.
- When they are done, students compare their work with a projection of the complete story and
circle any words that are incorrect.
- Conference with each student regarding incorrect responses noting if he/she used a word in
the same syntactic class (substituting a noun for a noun, a verb for a verb, etc.) and whether or
not the meaning was similar to the correct response.
- Provide individual instruction specific to the student’s responses.
16. Presentation skills for the reading skill
Presentation skills are the skills you need to give effective presentations and appeal to a wide
variety of audiences. Presentation skills are also a way of presenting the knowledge that
readers have acquired through the process of reading comprehension.
An effective presentation includes the following elements:
- The presenter has a confident, natural, relaxed demeanor.
- Opening and ending make an impression, attracting the attention of listeners: students use
their creativity to impress teachers and classmates.

- The structure of the presentation is scientific, coherent, and not rambling: teachers should
guide students to point out and analyze the key points of the content to be presented.
- Voice is easy to hear, clear, expressive: speaking out loud in public is the best way to increase
confidence, practice and adjust pronunciation.
- Having interaction with listeners, responding positively to listeners' questions: students will
practice their critical thinking ability, helping to improve reflexes in communication.
- Reasonable presentation time: teachers should guide students to present in a suitable time,
full of information and not too long.
17. Improving ADULT Learners Reading skills
For adults, the ability to focus and absorb is different from that of children and school-age
students. To be able to really master reading comprehension, especially in an academic
environment, requires readers to practice more.
Here are five ways to improve reading comprehension for adult learners.
a. Should determine the purpose of reading
Reading a book for fun is different from reading it for learning purposes. When reading to get
information, to study, to study; Readers need strategy, have to read many times, ask questions
about what they read, and take notes of what needs attention to remember.
b. Understanding genres and themes


Prediction is a skill that needs to be practiced while reading to ensure that the reader can
deduce and deepen the information chain from the features contained in the text. Readers
must know and distinguish what genre they are reading, this will help readers make predictions
and understand actions and information contained in the text.
c. Need tools when reading
Readers should have pencils or markers to quickly jot down the thoughts, predictions, and
questions they have during the reading process.
d. Pay attention to vocabulary
To be able to understand more fields requires reading and acquiring more specialized
vocabulary. When reading a new topic or a new field, readers should pay attention and take

notes to increase their vocabulary.
e. Title analysis
The title tells the core information of the whole text, helping to guide the reader's entire
perception of the paragraphs in the article.


II. LESSON PLANS
LESSON PLAN 01
Topic: UNDERSTANDING THE GREENHOUSE EFFECT
Level: Adults – Advanced
Age: over 18 years old
Length: 45 minutes
Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing
TESOL Methodology:
- Communicate Approach
- Task-Based Approach
- Student-Centred Approach
- Ecletic Approach: Flashcards, Worksheet, Games
- Total Physical Response Approach
- Natural Approach
- The Whole Language Approach

Lesson objectives:

- Identify and use new words: greenhouse effect.
- By the end of the lesson the students will be able to represent

Resources:

the greenhouse effect issue to other people.

Flashcards, Markers, Worksheets, small magnets, color paper...


Stage

Activity

Warm up

Mixed-Up

Description
- Greet and welcome the students (Ss) to the class.

Sentences

- Write a conditional sentence type 2 on the board.

Timing
5 mins

Ask all Ss to come up with a sentence on their own
and keep it in mind.
- The teacher reads the if-clause in his/her sentence,
and asks a S to read the main clause in their sentence.
The resulting sentence may sound very absurd or
funny.
- Give each S 2 small pieces of blue and red paper, ask
to write if-clause on the blue piece, write the main
clause on the red piece. Gather all the pieces of paper.

Call Ss to randomly select 2 pieces of paper of
different colors and read them aloud.
- Ss can explain to make the sentence meaningful or

Pre-task

Q&A

make the whole class laugh because of its content.
- Show some pictures of climate change. Ask the 1 min
whole class “What do you see?”, “Why does it
happen?”, “Have you seen this in real life?”.
-

Teaching 1

Vocabulary

Introduce

the

topic

“We

will

learn about

Understanding Greenhouse Effect”.
VOCABS ABOUT GREENHOUSE EFFECT.

10

- Show all Ss the new words, define and explain one by mins
one. Have the Ss read out loud to check pronunciation.
CHECK UNDERSTANDING
- Repeat a definition and randomly call students by
their names to have them come up with appropriate
vocabulary.
- Ask the whole class for the answers.
- Vocabularies:


1. greenhouse effect
2. radiate
3. get locked up
4. carbon dioxide
5. global warming
6. gone up and down

Activity 1

Reading task

8. Earth's atmosphere
9. molecule
10. climate
11. sophisticate

12. fairly constant
13. fossil fuels

over
7. emit
14. significantly
- Give each S a print of the reading text.

5 mins

/>article/global-warming-overview
- Ask Ss to skim quickly to get an overview of the text.
- Then ask the Ss to read each passage in turn in order
(note: divide into passages for enough Ss in the class).
Correct mistakes if any.
- Give each S a sheet of paper with a list of vocabs, ask
Ss to write a number in front of each word in the order
of the passage when the word appears.
- Check the results: the teacher reads the numbers
from 1 to 14, and the Ss read the corresponding
Teaching 2

Grammar

words.
- Point out the passive sentences in the text.

Passive voice

- Remind the structure and usage of the passive voice.

7 mins

Make a question: “What is affected by the greenhouse
effect?” and ask Ss answer.
- Check one by one for understanding and correct if
Activity 2

Team work

any grammar mistake.
- Give Ss questions related to the text: “What is the 10

Discussion

greenhouse effect and how does it affect to the mins

and

climate? What can humans do to stop climate

presentation

change?”


- Divide the class into 2 teams. Each team includes: 1
person who reads the answers, 1 person who writes
the answers, the rest of members discuss together
and give ideas/answers.

- The teacher checks the progress of the 2 teams while
they are discussing, and helps if needed.
- After the discussion, the Reader of each team will
present to the class their answers. The teacher and
Follow up

Pairs work

the other team will add or correct mistakes if any.
- Ask the Ss to work in pairs.

6 mins

- Hand out one worksheet to each group.
- Allow them about 4 minutes to discuss then they
have to come up with their best choices.
- Praise the group which has correct answers.
- Hand out the homework to the Ss.

Homework

- Explain to the Ss how to do it and remind them to
finish at home and bring it back to the teacher for
checking on next day.
- Finish the class.
Back up

Fill

in the - Give each S a print of the text with 14 blanks

(if any)

blanks

corresponding to the positions of the vocabs learned.
- Ss in a certain time must read through and fill in the
corresponding words in the blanks most accurately.

1 min


THE TEXT: UNDERSTANDING GREENHOUSE EFFECTS
/>The "greenhouse effect" is the warming that happens when certain gases in Earth's
atmosphere trap heat. These gases let in light but keep heat from escaping, like the glass walls
of a greenhouse, hence the name.
Sunlight shines onto the Earth's surface, where the energy is absorbed and then radiate
back into the atmosphere as heat. In the atmosphere, greenhouse gas molecules trap some of
the heat, and the rest escapes into space. The more greenhouse gases concentrate in the
atmosphere, the more heat gets locked up in the molecules.
Scientists have known about the greenhouse effect since 1824, when Joseph Fourier
calculated that the Earth would be much colder if it had no atmosphere. This natural
greenhouse effect is what keeps the Earth's climate livable. Without it, the Earth's surface
would be an average of about 60 degrees Fahrenheit (33 degrees Celsius) cooler.
In 1895, the Swedish chemist Svante Arrhenius discovered that humans could enhance
the greenhouse effect by making carbon dioxide, a greenhouse gas. He kicked off 100 years of
climate research that has given us a sophisticated understanding of global warming.
Levels of greenhouse gases have gone up and down over the Earth's history, but they
had been fairly constant for the past few thousand years. Global average temperatures had also
stayed fairly constant over that time—until the past 150 years. Through the burning of fossil

fuels and other activities that have emitted large amounts of greenhouse gases, particularly
over the past few decades, humans are now enhancing the greenhouse effect and warming
Earth significantly, and in ways that promise many effects, scientists warn.

A polar bear stands sentinel on Rudolf Island in Russia’s Franz Josef Land archipelago, where the
perennial ice is melting. (PHOTOGRAPH BY CORY RICHARDS)


FOLLOW UP
SECLECT THE CORRECT FORM OF THE VERB
1. Global warming is a term ______________ for a continuous rise in temperatures.
2. Climate change is ______________ by the greenhouse effect.
3. Greenhouse effect can be __________ by enviromentally-friendly policies.
4. Greenhouse gasses are ___________ by industries and deforestation.
5. Floods and droughts are _____________ by rising temperatures.


HOMEWORK
Name: …………………………………………

Date: …………………………………


LESSON PLAN 02
Topic: COVID-19
Level: Adults – Advanced
Age: over 18 years old
Length: 60 minutes
Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing
TESOL Methodology:

- Communicate Approach
- Task-Based Approach
- Student-Centred Approach
- Ecletic Approach: Flashcards, Worksheet, Games
- Total Physical Response Approach
- Natural Approach
- The Whole Language Approach

Lesson objectives:

- Identify and use new words: lockdown, covid-19 topic.
- By the end of the lesson the students will be able to understand

Resources:

and present a life in lockdown to other people.
Flashcards, Markers, Worksheets, small magnets, color paper, a
list of funny questions...


Stage

Activity

Warm up

Wheel of

Description
- Greet and welcome the students (Ss) to the class.

fortune

- Use a marker, quickly draw a circle divided into many

Timing
7 mins

small parts on the floor, each part marked with a
number.
- Put a marker in the center of the circle and rotate it,
until its head stops and points to a number, then read
the question with that number in the list of funny
questions and answer.
- Have all Ss sit around the circle, one by one will
rotate the marker and answer the questions. And so

Pre-task

Q&A

on until all students have answered.
- Ask the whole class “What is a virus?”, “What can 3 min
viruses cause?”, “Name some epidemics in history
caused by viruses”.
- Introduce the topic “We will learn about Life in time

Teaching 1

Vocabulary

of Covid-19 pandemic”.
VOCABS ABOUT LIFE IN LOCKDOWN.

12

- Show all Ss the new words, define and explain one by mins
one. Have the Ss read out loud to check pronunciation.
CHECK UNDERSTANDING
- Repeat a definition and randomly call students by
their names to have them come up with appropriate
vocabulary.
- Ask the whole class for the answers.
- Vocabularies:
1. lockdown
2. surreal
3. key worker
4. furlough
Activity 1

Reading task

5. overwhelming
6. social distancing
7. distracts
8. make the best of it

- Give each S a print of the reading text.

10

- Ask Ss to skim quickly to get an overview of the text.

mins

- Then ask the Ss to read each passage in turn in order
(note: divide into passages for enough Ss in the class,
or have Ss repeat passages in another turn). Correct
mistakes if any.
- Give each S a sheet of paper with a list of vocabs, ask
Ss to write a number in front of each word in the order
of the passage when the word appears.
- Check the results: the teacher reads the numbers
Teaching 2

Grammar

from 1 to 8, and the Ss read the corresponding words.
- Point out the sentences which contain relative 7 mins

Relative

clauses in the text.

clause

- Remind the structure and usage of the relative
clause. Make a question: “What do you do when you
are in lockdown?” and ask Ss answer.

- Check one by one for understanding and correct if

Activity 2

Team work

any grammar mistake.
- Give Ss questions related to the text: “What is 13

Discussion

“lockdown”? How your life has change?”, “In her blog mins

and

post, Susan mentions ‘sticking to a routine’ as a good

presentation

strategy for making the best of things. Do you think

.

this is a good idea? Why? Why not?”

Rename the - Divide the class into 2 teams. Each team includes: 1
title.

person who reads the answers, 1 person who writes
the answers, the rest of members discuss together

and give ideas/answers.
- The teacher checks the progress of the 2 teams while
they are discussing, and helps if needed.
- After the discussion, the Reader of each team will
present to the class their answers. The teacher and